And mute the ads please. "Someone's always playing corporation games." Thanks. Now, crank the bass until the windows rattle.
Okay, now we can hang.
First, recognize that art will say more with zero words than you're capable of saying in an entire class period. Once you realize this, USE ART IN YOUR CLASSROOM. In order to prime students for Emerson's ideas in "Nature," spend some time exploring Thomas Cole's series titled "The Voyage of Life."
Use all four paintings. They're awesome. Luxuriate in exploring their details together. For purposes of brevity I'll get to the point here.
See that baby tweaking out on a lush bed of thick vegetation? That's you. That's how tight you used to be with greenery.
So how did we get here?
That's right... a crying Indian with a load of litter across his moccasins. Good question.
Perhaps we should jump ahead to what happens in adulthood... shall we?
Oh, snap! Look at that! The vegetation has been swapped for a bunch of stupid, materialistic crap, like silks, gold, double mortgages, trophy wives, etc. In other words, this home boy is "knee deep in the hoopla / sinking in [his] fight" It seems as if Emerson's opening lines carry literal weight... "To speak truly, few adult persons can see nature. Most persons do not see the sun. At least they have a very superficial seeing. The sun illuminates only the eye of the man, but shines into the eye and the heart of the child." So it seems that when our priorities shift from a connection with nature to an emphasis on worldly goods, our lives grow desperate... The Transcendentalists would agree: "In the woods, we return to reason and to faith."
So take your students into the woods. Okay, that sounds creepy. I mean, go outside, will ya?
When we go outside for the first time and tramp all around a few students always claim that it's something they never would have done at their sending school. "At _______ school, the kids would have been running for the fence, etc." Despite these highly unlikely outcomes the students use to exaggerate the lesser appetizing aspects of their sending schools, what we're doing is, with the exception of maybe environmental science class, kind of non-conformist...
Speaking of non-conformity... "macaroni plays the mamba," WTF? Hahahaha!
Emerson's essay "Self Reliance" relies on your students' understanding of the terms "conformity and non-conformity." Maybe 20% of my students have these words floating around in their schema; so what to do with the other 80%? I find value in these teaching aids.
Collins Street at 5 pm by John Brack.
Immediately students see conformity. Lives full of "quiet desperation." Heck, "it's just another Sunday, (okay probably Monday) in a tired old street." Spend some time asking students what they see. Let them tell you.
If this isn't enough, I like to use a few different children's books. Some that work well are Dr. Seuss' The Sneetches, and Jonathan Allen's The Little Rabbit who Liked to Say Moo. The former is great because it shows how we can get hung up on superficial differences, while the latter is excellent for audience participation. Have the kids make the loudest barnyard noises they are capable of making. And if you really want to indulge individuality, encourage them to make the one noise that makes them unique. Do it loudly.
As before, ask students to poach three direct quotes from the essay that deal with the concept of conformity / non-conformity. If some students are still fuzzy on the concept this scene from Dead Poet's Society should seal the deal.
What is America?! We're a country of rebels, for crying out loud, striving for the best way to live! Even Abe gets down!
I feel like the Transcendentalists were total rockstars; the original rebels with a cause. They offer us a portrait of hope for the future of America. Without them Rock and Roll might have never been invented! We need them!